I interviewed an assistant principal, a principal, and two beginning teachers to answer the questions: What is global awareness? What does it look like? Why is it important? The video compiles these answers and incorporates images of global awareness that I captured in the schools. In this project, I interviewed four people, a principal, an assistant principal, and two beginning teachers. I will compare how administration views global awareness in comparison to how teachers view the concept, and I invite you to add to the discussion.
These interviews are edited and presented together in a digital story using Movie Maker and will be embedded in this wiki. Based on a preliminary analysis of the rubric for evaluating principals and the rubric for evaluating teachers, I suspect that for principals, global awareness will be primarily defined as market globalism involving the economic dimension of globalization, whereas for teachers, the focus will be mainly justice globalism, and will involve the following dimensions of globalization: political, cultural, and ecological, depending on the content they teach (Steger, 2009).
I plan to ask the following questions of the administrators: 1. What does “global awareness” mean to you? 2. Why do you think global awareness is a focus in this new evaluation instrument and thus a priority of NC educators in the 21st century? 3. When you observe teachers, what do you look for to indicate that a teacher is integrating global awareness into the content they teach? For teachers, questions 1 and 2 will remain the same, and question 3 will be, “How do you integrate global awareness into your curriculum?” I invite you to respond to these questions in the discussion connected to this page.
In this project, I interviewed four people, a principal, an assistant principal, and two beginning teachers. I will compare how administration views global awareness in comparison to how teachers view the concept, and I invite you to add to the discussion.
These interviews are edited and presented together in a digital story using Movie Maker and will be embedded in this wiki. Based on a preliminary analysis of the rubric for evaluating principals and the rubric for evaluating teachers, I suspect that for principals, global awareness will be primarily defined as market globalism involving the economic dimension of globalization, whereas for teachers, the focus will be mainly justice globalism, and will involve the following dimensions of globalization: political, cultural, and ecological, depending on the content they teach (Steger, 2009).
I plan to ask the following questions of the administrators:
1. What does “global awareness” mean to you?
2. Why do you think global awareness is a focus in this new evaluation instrument and thus a priority of NC educators in the 21st century?
3. When you observe teachers, what do you look for to indicate that a teacher is integrating global awareness into the content they teach?
For teachers, questions 1 and 2 will remain the same, and question 3 will be, “How do you integrate global awareness into your curriculum?”
I invite you to respond to these questions in the discussion connected to this page.